Some schools are replacing music classes with additional math classes in an effort to improve student scores on standardized tests. Fewer academic options may hinder a well-rounded education. Within a conceptual framework that included an interdisciplinary learning, constructivist, and multiple intelligences theories, this research investigated mathematical concepts middle school music teachers taught through their own curriculum. Seven middle school music teachers were interviewed about their views on integrating mathematics in the music classroom. The interviews were transcribed and analyzed using coding to identify themes. Other data sources, such as participant journals and math curriculum review, were coded, analyzed, and then compared to find similarities and differences. Results of the data analysis showed that music enrollment is declining due to students taking an additional math class, and the findings illustrated how students can enhance math skills through music, such as counting rhythms. As a result, a project was developed to integrate math with music so that music teachers can present the material in a way to preserve and enrich teaching music, while addressing math content. The implications for social change include creating a balance in curriculum and advocating for music. Music teachers district-wide, aided by the project manual, may prompt other music teachers to connect math into their classroom, resulting in improved academic success without taking music away from the student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]